From: Bavolek, S. ( 1997). Multicultural parenting: Educational guide. Park City Utah: Family Development Resources.
Stephen Bavolek asked experts from 14 different cultural groups to write chapters in this book about their culture with a focus on values, child rearing goals, gender related roles, views of corporal punishment and preferences for parent education and support.
From an author of African descent:
Make personal contact or a house call before a parent event. It may be they can only work one on one.
Be aware of the importance of respect in the culture and include elders of the family in the discussion or class if appropriate
Hold events in environments parents do not experience as threatening.
Give them the feeling they are being listened to with a sincere desire to understand.
Let them know that their time and effort are appreciated.
From an author of Mexican descent:
Listen carefully to families using metaphors and stories to convey their concerns.
Use stories and metaphors to make your point rather than just telling parents what to do.
From an author of Puerto Rican descent:
Investigate whether parents prefer a large or small group. Many prefer a small group to develop some closeness in order to build trust in the leader.
Do not get too personal too fast. Avoid early discussions of issues like sex, alcohol, etc.
Avoid the parent being the only person in the group of their cultural background.
From an author of Salvadoran descent:
Avoid translators as many parents feel the meaning is lost in translation.
Do not criticize their behavior without giving them new ideas and skills.
Provide information relevant to learning how to effectively parent a child in new culture without losing the values of the old culture.
Help parents find workable solutions they can apply to solving problems.
From an author of Chilean descent:
Share food with them. Be interested in their lives.
Do not try to change their basic models of parenting like obedience and respect.
Listen to parent needs and try to give them tools to get results in a short period of time.
From an author of Chinese descent:
Consider where the parent is in the acculturation process and allow them to describe the region they come from and how long they have been here.
Do not ignore struggle parents endure to maintain traditions within dominant culture.
Do not ignore filial piety. Do not pry into family problems.
Discuss typical family roles and challenges of changing those during acculturation.
From an author of Korean descent
Do not present your way of doing things as the best.
Acknowledge that the parents know their children better than others do.
Expect parents to be very inward and self-confident about their parenting.
Try to provide immediate feedback to questions.
Have short term workshops not extended over several weeks.
Relate modern day themes to their own understandings and history e.g. Confucianism.
From an author of Japanese descent
Have a specific structure with goals in mind for each class. Direct instruction is preferred.
Teach group interaction skills before using group process.
Allow parents to establish their own boundaries. One on one meetings often work best.
Parents prefer programs connected to schools and teachers.
Provide parents with practical skills they can use immediately.
Value parents and respect their method of parenting.
From an author of Hmong descent
Parents appreciate learning job skills and then may be open to other learning.
Help parents access services.
From an author of Vietnamese descent
Be sincere that you want the parent to enter your domain.
Avoid discussing topics of personal nature such as sex education.
Focus first on commonalities not on differences in cultures.
When differences are discussed frame them as positive and worthy of discussion.
From an author of Cambodian descent
Mothers (especially in rural settings) may be reluctant to share information and defer to father so start questions focused at him and then involve mother.
Convey respect and sensitivity in tone of voice.
Avoid discussions of sexuality especially in mixed groups.
From an author of Laotian descent:
Parents must not think that you perceive them as bad parents.
Make sure you know if they have a rural or urban background as that is significant.
Expect parents may use the indirect approach to discussions and avoid focus on feelings.
Understand that a smile has many meanings e.g. agreement, disagreement, sorrow, etc.
From an author of Filipino descent:
Do not ask parents to speak in front of the group or do role plays immediately.
Have a clear agenda and understandable materials.
Small groups may help them share and build confidence.
From an author of Hawaiian descent:
Share your background and allow parents to do so.
Impress the importance of the parent’s role in the class as a learner and teacher.
Avoid a lecture, do not question a parent in class.
Make sure there is time for personal interactions of parents